Jocelyn Galgon: Explore Lesson on the Sun and the Earth's rotation
Lesson #:
Unit Lesson # 2
Grade/Level:
1
Subject(s):
Science
Date to be Taught:
Week of 3/22/2010 - 3/26/2010
ECTION ONE: Identifying all standards and objectives
Objectives:
These objectives are for the entire Unit Lesson
Students to understand why we have day and night.
Students will understand that each time the Earth turns, we have one day and one night.
Students will be able to circle the correct photographs where you would be able to see the Sun.
Students will be able to show where the Sun looks in the sky at noontime.
Standards:
PA- Pennsylvania Academic Standards
• Subject:Science and Technology
• Area 3.1:Unifying Themes of Science
• Grade 3.1.4: Grade 4
Standard C.:Illustrate patterns that regularly occur and reoccur in nature.
•Identify observable patterns (e. g., growth patterns in plants, crystal shapes in minerals, climate, structural patterns in bird feathers).
•Use knowledge of natural patterns to predict next occurrences (e. g., seasons, leaf patterns, lunar phases).
ECTION TWO: Identifying method(s) of assessment and point of use throughout lesson
Pre-assessment::
I will ask the students if they remember why the Sun helps show day and night. I will ask them to write their thought down on a piece of paper. Once they are done writing down a sentence or two, I will collect the papers. I will look over the papers and see what misconceptions I need to clear up before our Explain lesson.
Formative Assessment:
I will ask questions throughout the globe demonstration:
1. What is the flashlight representing?
2. What is the globe representing?
3. Can anyone remember from the Social Studies lesson we did a few weeks back what continent we live on?
4. If the flashlight is shinning on North America, is it day of night for us?
4. What if North America is turned the complete opposite side of the flashlight, what time of day do you think it is for us?
Summative assessment:
This will be done at the end of the entire Unit Lesson
After I have completed the lesson, I will spin the globe and ask the students if it is day or night on the globe. I will ask them to show a thumbs up if they think it is daytime and I will ask them to demonstrate a thumbs down if they believe that it is nighttime.
ECTION THREE: Identifying the learning activities/instructional strategies and details as to how the lesson will be carried out
Time Frame:
20 minutes
Lesson Details:
*I will explain to the students that I am going to demonstrate how the Earth rotates which gives us day and night
*I will explain that the globe is our Earth and show them where we are (North America)
*I will put a sticky note on the globe which states, "We are here"
*I will explain that the flashlight is going to represent the Sun
*I will shine the flashlight on the point on the globe that I labeled, "We are here" and explain that when we face the Sun, it is our daytime. So the people on the other side of the Earth do not have the Sun shinning on them, they have nighttime. I will then move the globe so that we are facing away from Sun and explain that this is when we have our nighttime.
*I will hand out one globe, one flashlight, and a piece of paper to each table
I will assign one person to hold the flashlight, one person to hold the globe, and the rest of the table will observe and determine when it is day and night for North America and any other continent I ask
I will explain for the student to hold the globe out so their table can clearly see
The student with the flashlight will shine the light on the globe. I will explain that the Sun does not move.
The students will label where we live with a sticky note. They should be able to successfully do this from prior lessons
*The group will then determine if it is day or night for North America
They will write down their observation on the piece of paper that was provided for them
I will then ask them to locate Europe and place the sticky there
They will do the same process and write down whether Europe has day or night depending on where their flashlight is shinning
They will do this again (if time is available) for for Africa
I will then ask each table to bring all of their materials to the front table
*Next, I will explain to students that I will explain more to them tomorrow about this topic so they have a better understanding on the Earth's rotation
Transition:
I will hand out their pre-assessment paper and collect them at the start of the lesson. The class come to the carpet to observe me explain the globe activity. I will explain their directions for when they are in their groups when we are at the carpet. I will then hand out materials to each table and assign jobs to specific students. The students will partake in their activity at their tables.
If any student is struggling understanding the concept, I will pull them aside and demonstrate one on one with my own globe and flashlight. They will be able to ask any questions they have privately and I will prompt their thinking.
Taylor. Solar System Unit. Grade 4
Solar System Lesson 1 - Engage
Author: Ryan Taylor 03/15/2010 01:30:00 PM EDT
TaskStream - Advancing Educational Excellence
SCIED 458 Lesson Specifications
Subject(s):
Science
Science Concept:
The Solar System
Driving Question:
What key ideas do the students have about the solar system at the beginning of class? How or have these ideas changed after reading "The Magical School Bus Lost in Space"?
Grade/Level:
4
Learning Outcomes:
Children will discuss what they believe to be true about the solar system at the start of the lesson. By the end of the lesson students will be able to recognize which of their beliefs were true, which need to be changed and which were incorrect.
Summary:
1) Students will sit in a circle. I will sand at the front of the circle with a large poster board and create a key ideas chart for the solar system.
2) Students will be asked what they're understandings of the solar system are and then come up to the poster board to write down their ideas.
3) After we have completed the chart I will read the Magic School Bus to the children.
4) Upon completion of the book we will revisit our chart and see if there is anything we want to change or add.
STANDARDS & ASSESSMENT
Standards:
Assessment/Rubrics:
MATERIALS AND RESOURCES
Science Materials:
Read aloud book
Poster paper
Markers
Other Resources:
ADDITIONAL INFORMATION
Learning Context:
Differentiated Instruction:
Collaboration:
Time Allotment:
1 class period. 45 Min. per class.
Author's Comments:
5E’s Implementation Plan
ENGAGE:
This will definitely be my engage lesson as I will get students engaged in my opening chart discussion activity. Each student will get the opportunity to share what he or she thinks they believe to be true about the solar system. After completion of the chart, students will be actively engaged when listening to the read aloud story. After the story we will revisit the key ideas chart and students will remain actively participating by making additions and changes to the list. Another big component of engagement is to see what the students know about the subject and address and misconceptions they may have. This activity is definitely accomplishing that requirement.
EXPLORE:
EXPLAIN:
ELABORATE:
EVALUATE:
Solar System Lesson 2
Author: Ryan Taylor 03/17/2010 11:05:00 PM EDT
TaskStream - Advancing Educational Excellence
SCIED 458 Lesson Specifications
Subject(s):
Science
Science Concept:
The Solar System
Driving Question:
The Driving question will be for the students to find out the answers to the question on the worksheet about their planet.
Grade/Level:
4
Learning Outcomes:
1) Students will have a planet assigned to them and begin researching information on it.
2) Students will complete the worksheet assigned to them, answering questions about their planet.
3) Students will learn enough information about their topic to make a brochure/poster for it the following day.
Summary:
1) I will introduce the activity we will be working on for the remainder of the week. Students will split up into groups and be assigned a planet. Each group will research their planet and create travel brochures/posters advertising their planet and also create a cut out of their planet. The cut outs will be used to hang from the ceiling of the classroom to create a class solar system. On Friday we will have a tour of the solar system in which each group will give a tour of their planet and display their brochure/poster and planet cut out. Other groups will have the opportunity to ask further questions to the presenting group if they wish.
2) Students will be split up into 8 groups of 2 and 1 group of 3.
3) Each group will be assigned a planet or the sun that they will have to research and give a presentation on.
4) Worksheets with 6 - 10 questions will be passed out to each group. The questions will ask things like, what is the size of your planet? How far is your planet from the sun? Where is it located in the solar system? etc. Students will be required to find the answers to these questions and complete the worksheet by the end of the class.
5) I have taken out resource books from the library which will be available for the students to use.
6) As the students are working I will be actively walking around monitoring progress and providing assistance where it is needed.
STANDARDS & ASSESSMENT
Standards:
Assessment/Rubrics:
MATERIALS AND RESOURCES
Science Materials:
Worksheet for students to fill out about their planet
Books on each planet for students to do their research
Writing utensil
Other Resources:
ADDITIONAL INFORMATION
Learning Context:
Differentiated Instruction:
Collaboration:
Students will work collaboratively. Students will work in groups of 2.
Time Allotment:
1 class period. 50 Min. per class.
Author's Comments:
5E’s Implementation Plan
ENGAGE:
EXPLORE:
In this activity student will be exploring and doing research on their topic. The students will be working together and I will be walking around facilitating the activity and asking questions to the students, making sure they are on the right track. During the explore phase students are supposed to be doing a majority of the learning on their own, and in this activity they will be.
EXPLAIN:
ELABORATE:
EVALUATE:
Solar System Lesson 3
Author: Ryan Taylor 03/17/2010 11:14:00 PM EDT
TaskStream - Advancing Educational Excellence
SCIED 458 Lesson Specifications
Subject(s):
Science
Science Concept:
The Solar System
Driving Question:
What do you want the rest of the class to know about your topic? How will you present this information?
Grade/Level:
4
Learning Outcomes:
Students will create travel brochures and/or posters pertaining to their planet. They will display the research completed by the students on their planet in addition to any other data or information that they want the class to know. These brochures/posters will be presented by the students on Friday during the tour of the solar system
Summary:
1) The students will get in their groups.
2) Students will gather/complete the research that they had started the previous day.
3) Groups will be given ample art supplies and ask to create either a travel brochure about their planet or a poster about their planet telling what they have learned.
4) Students will be given the entirety of the class program to complete this assignment/
5) I will be walking around the class helping the students, answering their questions, giving suggestions and listening to their ideas.
STANDARDS & ASSESSMENT
Standards:
Assessment/Rubrics:
MATERIALS AND RESOURCES
Science Materials:
Completed research from previous day
Resource/reference books
Poster board, scissors, glue, markers, pencils, crayons (basic art supplies)
Other Resources:
ADDITIONAL INFORMATION
Learning Context:
Differentiated Instruction:
Collaboration:
Students will work collaboratively. Students will work in groups of 2.
Time Allotment:
1 class period. 50 Min. per class.
Author's Comments:
5E’s Implementation Plan
ENGAGE:
EXPLORE:
EXPLAIN:
Students will be able to show and explain to me what they have learned because I will be walking around talking to them and asking questions. I will be able to help and assist them with nay problems or troubles will be having and the students will be explaining to me what they learned and how they are applying this new knowledge.
ELABORATE:
The elaborate phase is all about students putting into practice and applying what they learned in an activity or lesson. As students are constructing their brochures/posters they will have to refer back to their research and apply what they learned into their work.
EVALUATE:
Solar System Lesson 4
Author: Ryan Taylor 03/17/2010 11:14:00 PM EDT
TaskStream - Advancing Educational Excellence
SCIED 458 Lesson Specifications
Subject(s):
Science
Science Concept:
The Solar System
Driving Question:
What does you planet look like? How should we replicate it? Where does it lie in the solar system?
Grade/Level:
4
Learning Outcomes:
Students will learn what their planets look like and make a cut out replicating that. They will also see first hand where their planet lies in the solar system when we construct the class solar system. By the end of this day students will have completed all of their research, their brochures/poster boards and cut outs. By the end of this lesson, students will be prepared for their presentations on the next day.
Summary:
1) Students will be told to get back into their groups.
2) Students should have completed their brochures/posters the previous day but if not, they will be given a short period of time at the beginning of this class to complete it.
3) Materials will be handed out to the students.
4) Students will create a cutout of their planet from poster board and color it and add anything else to it to make the cut out as authentic as can be.
5) I will be walking around class monitoring student progress and providing assistance where needed.
6) After each group has completed their cutout we will work together as a class to hang them from the ceiling and make a replica of the solar system which we will use on our tour the next day.
STANDARDS & ASSESSMENT
Standards:
Assessment/Rubrics:
MATERIALS AND RESOURCES
Science Materials:
1) Poster board
2) Resource materials
3) Art supplies
4) Materials from previous days
Other Resources:
ADDITIONAL INFORMATION
Learning Context:
Differentiated Instruction:
Collaboration:
Students will work collaboratively. Students will work in groups of 2.
Time Allotment:
1 class period. 50 Min. per class.
Author's Comments:
5E’s Implementation Plan
ENGAGE:
EXPLORE:
EXPLAIN:
ELABORATE:
Students will be elaborating in this lesson because again, they will be putting what they learned into action. Based on what they've learned about the size of their planet, what its composed of and what it looks like, they will create a cut out of their planet to hang from the ceiling as part of the class solar system.
EVALUATE:
Solar System Lesson 5
Author: Ryan Taylor 03/17/2010 11:14:00 PM EDT
TaskStream - Advancing Educational Excellence
SCIED 458 Lesson Specifications
Subject(s):
Science
Science Concept:
The Solar System
Driving Question:
What did you learn about your planet? What more do you want to learn?
Grade/Level:
4
Learning Outcomes:
Students will share what they learned and present their brochures and planet cut outs to the rest of the class during our tour of the solar system. Students will learn about the other planets and actively listen and participate while the other pairs are presenting their planet.
Summary:
1) I will begin the class by telling students we are going on our tour of the solar system.
2) Starting with the sun, each group will come to the front of the room and be the tour guide for their planet/sun. They will share what they learned and display their brochures/posters and cut outs.
3) I will be monitoring students behavior and making sure all students are attentively listening.
4) Students who are watching the presentations will be able to ask further questions to the presenting group upon completion of their presentation.
5) Each group will get an opportunity to give a tour of their planet. After each group has finished we will summarize what we have learned about the solar system and re visit our original chart.
6) If there is time at the end we will play a short Jeopardy game summarizing what we have learned about the solar system.
STANDARDS & ASSESSMENT
Standards:
Assessment/Rubrics:
MATERIALS AND RESOURCES
Science Materials:
Students finished work
-Brochure/Poster
-Planet cut out
Other Resources:
ADDITIONAL INFORMATION
Learning Context:
Differentiated Instruction:
Collaboration:
Students will work collaboratively & individually. Students will work in groups of 2.
Time Allotment:
1 class period. 50 Min. per class.
Author's Comments:
5E’s Implementation Plan
ENGAGE:
EXPLORE:
EXPLAIN:
In this lesson students will explain what they have learned about their planet over the past few lessons. The class and myself and will listen to the students research, ask them to explain what they have learned and ask more questions from them.
ELABORATE:
Here students will put what they have learned into practice. All of their research and hard work they have put in the past week will culminate today with their presentations. In the elaborate stage, students are supposed to apply what they have learned into a final lesson or activity, which is exactly they will be doing for this lesson.
Jocelyn Galgon: Explore Lesson on the Sun and the Earth's rotation
Students to understand why we have day and night.
Students will understand that each time the Earth turns, we have one day and one night.
Students will be able to circle the correct photographs where you would be able to see the Sun.
Students will be able to show where the Sun looks in the sky at noontime.
•Identify observable patterns (e. g., growth patterns in plants, crystal shapes in minerals, climate, structural patterns in bird feathers).
•Use knowledge of natural patterns to predict next occurrences (e. g., seasons, leaf patterns, lunar phases).
1. What is the flashlight representing?
2. What is the globe representing?
3. Can anyone remember from the Social Studies lesson we did a few weeks back what continent we live on?
4. If the flashlight is shinning on North America, is it day of night for us?
4. What if North America is turned the complete opposite side of the flashlight, what time of day do you think it is for us?
After I have completed the lesson, I will spin the globe and ask the students if it is day or night on the globe. I will ask them to show a thumbs up if they think it is daytime and I will ask them to demonstrate a thumbs down if they believe that it is nighttime.
*I will explain that the globe is our Earth and show them where we are (North America)
*I will put a sticky note on the globe which states, "We are here"
*I will explain that the flashlight is going to represent the Sun
*I will shine the flashlight on the point on the globe that I labeled, "We are here" and explain that when we face the Sun, it is our daytime. So the people on the other side of the Earth do not have the Sun shinning on them, they have nighttime. I will then move the globe so that we are facing away from Sun and explain that this is when we have our nighttime.
*I will hand out one globe, one flashlight, and a piece of paper to each table
- I will assign one person to hold the flashlight, one person to hold the globe, and the rest of the table will observe and determine when it is day and night for North America and any other continent I ask
- I will explain for the student to hold the globe out so their table can clearly see
- The student with the flashlight will shine the light on the globe. I will explain that the Sun does not move.
- The students will label where we live with a sticky note. They should be able to successfully do this from prior lessons
*The group will then determine if it is day or night for North America- They will write down their observation on the piece of paper that was provided for them
- I will then ask them to locate Europe and place the sticky there
- They will do the same process and write down whether Europe has day or night depending on where their flashlight is shinning
- They will do this again (if time is available) for for Africa
- I will then ask each table to bring all of their materials to the front table
*Next, I will explain to students that I will explain more to them tomorrow about this topic so they have a better understanding on the Earth's rotation5 globes, 5 flashlights, sticky pads, paper, marker
Taylor. Solar System Unit. Grade 4
Solar System Lesson 1 - Engage
Author: Ryan Taylor 03/15/2010 01:30:00 PM EDT2) Students will be asked what they're understandings of the solar system are and then come up to the poster board to write down their ideas.
3) After we have completed the chart I will read the Magic School Bus to the children.
4) Upon completion of the book we will revisit our chart and see if there is anything we want to change or add.
Poster paper
Markers
Solar System Lesson 2
Author: Ryan Taylor 03/17/2010 11:05:00 PM EDT2) Students will complete the worksheet assigned to them, answering questions about their planet.
3) Students will learn enough information about their topic to make a brochure/poster for it the following day.
2) Students will be split up into 8 groups of 2 and 1 group of 3.
3) Each group will be assigned a planet or the sun that they will have to research and give a presentation on.
4) Worksheets with 6 - 10 questions will be passed out to each group. The questions will ask things like, what is the size of your planet? How far is your planet from the sun? Where is it located in the solar system? etc. Students will be required to find the answers to these questions and complete the worksheet by the end of the class.
5) I have taken out resource books from the library which will be available for the students to use.
6) As the students are working I will be actively walking around monitoring progress and providing assistance where it is needed.
Books on each planet for students to do their research
Writing utensil
Solar System Lesson 3
Author: Ryan Taylor 03/17/2010 11:14:00 PM EDT2) Students will gather/complete the research that they had started the previous day.
3) Groups will be given ample art supplies and ask to create either a travel brochure about their planet or a poster about their planet telling what they have learned.
4) Students will be given the entirety of the class program to complete this assignment/
5) I will be walking around the class helping the students, answering their questions, giving suggestions and listening to their ideas.
Resource/reference books
Poster board, scissors, glue, markers, pencils, crayons (basic art supplies)
Solar System Lesson 4
Author: Ryan Taylor 03/17/2010 11:14:00 PM EDT2) Students should have completed their brochures/posters the previous day but if not, they will be given a short period of time at the beginning of this class to complete it.
3) Materials will be handed out to the students.
4) Students will create a cutout of their planet from poster board and color it and add anything else to it to make the cut out as authentic as can be.
5) I will be walking around class monitoring student progress and providing assistance where needed.
6) After each group has completed their cutout we will work together as a class to hang them from the ceiling and make a replica of the solar system which we will use on our tour the next day.
2) Resource materials
3) Art supplies
4) Materials from previous days
Solar System Lesson 5
Author: Ryan Taylor 03/17/2010 11:14:00 PM EDT2) Starting with the sun, each group will come to the front of the room and be the tour guide for their planet/sun. They will share what they learned and display their brochures/posters and cut outs.
3) I will be monitoring students behavior and making sure all students are attentively listening.
4) Students who are watching the presentations will be able to ask further questions to the presenting group upon completion of their presentation.
5) Each group will get an opportunity to give a tour of their planet. After each group has finished we will summarize what we have learned about the solar system and re visit our original chart.
6) If there is time at the end we will play a short Jeopardy game summarizing what we have learned about the solar system.
-Brochure/Poster
-Planet cut out